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- Title
- A Comparison of Perceptions of Specific Learning Disabilities Teachers with Exceptional Student Education Lead Teachers Toward Goal Achievement.
- Creator
- Brater, Patricia Barrack, Urich, Ted R., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to assist in the program evaluation process by comparing perceptions of Specific Learning Disabilities teachers with Exceptional Education lead teachers toward indicators of goal achievement. The procedures employed in the study involved a review of the literature, and the design, field testing, and utilization of the Goal Achievement Instrument. Data was obtained from the 111 teacher questionnaires and the 111 questionnaires completed by lead teachers who rated...
Show moreThe purpose of this study was to assist in the program evaluation process by comparing perceptions of Specific Learning Disabilities teachers with Exceptional Education lead teachers toward indicators of goal achievement. The procedures employed in the study involved a review of the literature, and the design, field testing, and utilization of the Goal Achievement Instrument. Data was obtained from the 111 teacher questionnaires and the 111 questionnaires completed by lead teachers who rated individual teacher performance of goal indicators. Analysis of variance was utilized to determine whether there were differences in ratings between the groups. A follow-up study was completed to determine goal achievement indicators which might have been overlooked in the goal achievement indicator development process. 1. There were significant differences in responses between resource Specific Learning Disabilities teachers and lead teachers, indicating that data from neither group should be used in isolation to determine levels of goal achievement. 2. There were no significant differences between self-contained, elementary, and secondary Specific Learning Disabilities teachers when each group's ratings were compared to lead teacher ratings. This indicated that either teachers or lead teachers could be used to determine levels of goal achievement for these groups of teachers. 3. Teachers in all groups were achieving goals at a satisfactory level, as perceived by teachers and by lead teachers. 4. Several additional items were developed and recommended for inclusion to the Goal Achievement Instrument before use in the formal program evaluation process. In-service programs for teachers, guidance committee activities, strong financial support to the classes, and the positive attitude of teachers may have been important factors in leading to the high performance levels achieved by Specific Learning Disabilities teachers in Brevard County, Florida.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fau/fd/FA00000652
- Subject Headings
- Special education teachers, Learning disabilities, Exceptional children
- Format
- Document (PDF)
- Title
- AN INVESTIGATION OF THE UTILIZATION AND TRAINING NEEDS OF PARAPROFESSIONALS IN LEARNING DISABILITY CLASSES IN BROWARD COUNTY SCHOOLS (FLORIDA).
- Creator
- VAN HOUTEN, LOIS AARDEMA., Florida Atlantic University, Wells, Jack G.
- Abstract/Description
-
Learning disability teachers in Broward County, Florida, were surveyed for the purposes of identifying competencies, actual practices and training needs of paraprofessionals. The survey was conducted in two phases. Phase One yielded information from which two competency lists were derived. The first list consisted of twenty-five essential competencies that a paraprofessional must demonstrate for minimum performance in the learning disability classroom. The second list consisted of 136 ...
Show moreLearning disability teachers in Broward County, Florida, were surveyed for the purposes of identifying competencies, actual practices and training needs of paraprofessionals. The survey was conducted in two phases. Phase One yielded information from which two competency lists were derived. The first list consisted of twenty-five essential competencies that a paraprofessional must demonstrate for minimum performance in the learning disability classroom. The second list consisted of 136 "preferred competencies," i.e., skills which learning disability teachers have identified as useful in the classroom, but not necessarily essential to paraprofessional performance. Phase Two yielded information from which was formulated two additional lists; the first composed of actual current practices of paraprofessionals in learning disability classrooms, and the second composed of possible current training needs. As a result of this study, information was compiled identifying (1) essential competencies, (2) preferred competencies, (3) actual competencies and (4) current training needs of paraprofessionals serving learning disability classes in Broward County, Florida. This information can be used as a guide for evaluation, needs assessment, job interviews and training of paraprofessionals. The study provided a basis from which the scope and sequence of a pre-service and inservice paraprofessional program could be constructed. The data suggest a possible three-level educational program for paraprofessionals. Level One: training in the essential competencies; Level Two: training in the preferred competencies; and Level Three: training in specialized areas. Thus, a generic core of competencies can be taught initially to all paraprofessionals simultaneously, gradually advancing to higher level skills and finally, providing the specialized training needed in specific areas of education.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11834
- Subject Headings
- Special education, Special education teachers, Teachers' assistants--Florida--Broward County
- Format
- Document (PDF)
- Title
- A Curriculum-Based Alternative Value-Added Model for Special Education Teacher Preparation Programs.
- Creator
- McCormick, Jazarae K., Brady, Michael P., Florida Atlantic University, College of Education, Department of Exceptional Student Education
- Abstract/Description
-
The reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates...
Show moreThe reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates affect the learning gains of the K-12 students they teach. Designed to conform to the fundamental principles of evidence-based practice, candidate and program level data for 109 student teachers between 2013 and 2017 were analyzed. Results indicate that variation in K-12 students’ learning gains can likely be attributed to the instructional efforts of our special education teacher preparation program (TPP) completers. Limitations, implications, and directions for future inquiry across policy, practice, and scholarship are discussed.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004989, http://purl.flvc.org/fau/fd/FA00004979
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Special education teachers--Training of., Teaching & Instruction., Special education.
- Format
- Document (PDF)
- Title
- A SUPERVISORY COMPLIANCE PLAN IN EXCEPTIONAL STUDENT EDUCATION FOR FLORIDA LOCAL EDUCATION AGENCIES.
- Creator
- ALLEN, VALERIE., Florida Atlantic University
- Abstract/Description
-
The study involved the development of a model compliance plan for the in-service training of Exceptional Student Education Specialists for Florida Local Education Agencies. Compliance was based upon Public Law 94-142 as well as other Federal and State Laws pertaining to the referral, valuation and placement of exceptional education students. Literature reviewed for the study included current legislation with related legal and judicial mandates, the status and function of in-service education...
Show moreThe study involved the development of a model compliance plan for the in-service training of Exceptional Student Education Specialists for Florida Local Education Agencies. Compliance was based upon Public Law 94-142 as well as other Federal and State Laws pertaining to the referral, valuation and placement of exceptional education students. Literature reviewed for the study included current legislation with related legal and judicial mandates, the status and function of in-service education programs and the impact of change on staff development. Presentation was divided into four phases. The first phase was the three groups of individuals responsible for procedural compliance: school-based personnel, parents and other professionals. The second phase was the eferral of individual students. The third phase was the monitoring of reviews and reevaluations of students. The fourth phase was the status of chool-wide referrals. A chart was used to illustrate each of the phases in the plan. Each hart was immediately followed by a narrative description of the components in each phase. The plan was used for staff development during the inservice training of Exceptional Student Education Specialists for the 1981-82 school year, in the Broward School District. The plan was developed over a period of time beginning in 1976 and undergoing revisions based on legislation, court decisions, professional input and actual use in three different schools. The comments of participants and administrative personnel reflect a positive acceptance of the plan for use in staff development in maintaining compliance in the area of xceptional student education.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11805
- Subject Headings
- Special education teachers--In-service training--Florida, Special education--Florida
- Format
- Document (PDF)
- Title
- A resource guide for parents and classroom teachers educating special education students to increase appropriate communication with all individual education program (IEP) team members.
- Creator
- Nast, Amy Thomasson., Florida Atlantic University, Burks, Valerie C., O'Rourke, Kathleen
- Abstract/Description
-
Historically, individuals with special needs have been isolated from society and educational opportunities. Though the professional care for these individuals improved in two hundred years, only since the passage of Public Law 94-142, in the past twenty-seven years, have the needs and accomplishments of special needs individuals been made public. Based on ten years in the classroom, one special educator experienced the need for parents and classroom teachers to have a resources reference for...
Show moreHistorically, individuals with special needs have been isolated from society and educational opportunities. Though the professional care for these individuals improved in two hundred years, only since the passage of Public Law 94-142, in the past twenty-seven years, have the needs and accomplishments of special needs individuals been made public. Based on ten years in the classroom, one special educator experienced the need for parents and classroom teachers to have a resources reference for educating special needs individuals and to improve the communication among parents, classroom teachers and special educators. Each group should have an understanding of some history of persons with disabilities, the legislative timeline implemented to aid these individuals, the process in which special education services are provided within a public school setting, and alternatives to resolving disputes. A survey to establish baseline data concerning communication and knowledge was designed and gathered within one Colorado school district.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/12821
- Subject Headings
- Children with disabilities--Education, Parent-teacher relationships, Special education--Parent participation, Special education--Law and legislation
- Format
- Document (PDF)
- Title
- Increasing Learn Units by special education teachers: Supervision via bug-in-ear technology.
- Creator
- Goodman, Janet I., Florida Atlantic University, Brady, Michael P.
- Abstract/Description
-
Preparing teachers for diverse populations in the 21st century is a daunting task that must be addressed systematically. Because society requires strict accountability measures (Danielson, 1996; NCLB, 2002), educators must ensure that students achieve at high levels. Teacher education literature increasingly addresses the need for standards and accountability (Hardeman, McDonald, & Welch, 1998) and stresses the importance of well-researched, teacher preparation methods. While teacher...
Show morePreparing teachers for diverse populations in the 21st century is a daunting task that must be addressed systematically. Because society requires strict accountability measures (Danielson, 1996; NCLB, 2002), educators must ensure that students achieve at high levels. Teacher education literature increasingly addresses the need for standards and accountability (Hardeman, McDonald, & Welch, 1998) and stresses the importance of well-researched, teacher preparation methods. While teacher education institutions face the challenges of preparing a greater quantity and higher quality of teachers, a teacher shortage continues to exist (SREB, 2001). Several researchers have focused on efficient and effective means of preparing teachers who can reach these higher standards and remain in the teaching profession. Coaching is a positive means of providing support to teachers while improving teachers' instructional effectiveness (Fieman-Nemser, 2001). Sheeler, McAfee, and Ruhl (2004) determined that teachers' instruction improved when a coach provided specific, immediate, corrective feedback. Giebelhaus (1994), Lindell (2001), and Scheeler and Lee (2002) demonstrated that "bug-in-ear" (BIE) technology permitted coaches to provide immediate, corrective feedback without interrupting instruction. The present study was designed to examine the effects of using BIE technology on novice teachers' rate and accuracy of Learn Unit delivery and to determine if improved rates continued when prompts were removed. Learn Units are a definable measure of teaching, and the smallest unit through which the act of teaching can be presented (Greer, 2002). In this study, using BIE technology the coach delivered immediate, corrective feedback to three teachers regarding delivery of Learn Units. A multiple-baseline design across teachers was used. Data were collected during baseline, intervention, fading, and maintenance phases. The independent variable was the prompts delivered by the coach, and the dependent variables were the rate and accuracy of Learn Units. The results showed that novice teachers did increase both their rate and accuracy of Learn Unit delivery during the intervention and these increases remained when prompts were faded or removed. This study extended Scheeler and Lee's (2002) research on Learn Units and immediate feedback through BIE technology, and demonstrated the efficacy of this coaching method with various individuals, groups of students, and instructional formats.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fau/fd/FADT12131
- Subject Headings
- Special education teachers--Training of, Classroom management, Teacher effectiveness--United States, School supervision--United States
- Format
- Document (PDF)
